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Transcript of Power Writing
Scaffolded Writing Instruction
Gradual-Release Instructional Framework
A Model of Gradual Release
At a Glance
Whose Concept is This?
What is it?
Seeks to combine the best components of two practices- scaffolded approaches for teaching writing skills and strategies and the writing workshop model.
Instruction is conducted systematically
Collaboration with peers
Fluency in writing, as in reading, should be one of the goals of good writing instruction. Daily writing with student choice, and writing across the curriculum helps students increase their fluency as well as their endurance for writing. Students may lack writing fluency due to a number of reasons.
• Too few opportunities given to write
• Fear that what they write may be judged incorrect
• A lack of metacognitive awareness about how to begin
Power Writing is a timed activity that requires students to write as many words as they can on a topic in a given amount of time. The strategy of Power Writing expects students to begin writing immediately. Through the strategy of Power Writing, students build stamina and confidence in writing.
- Give 3 one-minute timed writings.
- Give students a prompt to answer. You may ask that they "flip" or "recycle" the question in their answer. Or you may ask they include certain vocabulary.
- Students can do a 'turn and talk' and share their answers.
- Cue students: "Write as much as you can as well as you can."
- Students re-read and circle or underline errors.
- Students graph their highest score of words per minute.
Let's Try It!
Vygotsky’s Zone of Proximal Development
Krashen’s i + 1
Cloud, Genesee, as well, they have different world knowledge,
familiarity with written language, and cultural backgrounds…
Other accommodations that are beneficial are: sheltered instruction using various scaffolds:
graphic organizers, redundancy, extra practice time,
identifying and clarifying difficult words,
use of familiar content, and use of the home language to clarify.”
The collaboration aspect is very important for ELLs
As we have learned, cooperative learning:
Allows for meaningful interaction among peers
Native speakers model appropriate speech & communication skills
Build confidence with communication skills; real-world use of language skills
Differentiating (scaffolding) for their proficiency levels, because you can group for a variety of levels
Graphing serves as an incentive and allows them to gauge their own growing proficiency
Students conduct a think-pair-share before they write.
Prompts are about familiar topics, either personal or content previously taught
2. ELLs need time to write.
“Writing maturity develops through practice and trial and error.
We must first challenge our writing to improve it. Safe writing allows no room for growth” (Sjolie, 2006, p. 39).
1. Effective writing depends on being able to use low-level writing skills, such as letter production and the use of function words, automatically (Lesaux, Koda, Siegal, & Shanahan, 2006). When that is the case, writers are able to devote more cognitive capacity to expressing ideas and feelings. This is especially important for ELLs who are learning both the vocabulary and the grammar of a new language
Lenski & Verbruggen suggest 2 reasons
why informal writing activities are important:
Why Does This Work For ELLs?
Why Does This Work for ELLs?